Texas A&M University-Commerce

Department of Secondary and Higher Education

ETEC 579 – Administration of
Educational Technology Programs


Course Description

An examination of the theories, practices, and competencies required for effective administration of educational technology programs.  Examines (supervision of organizational) media and equipment holdings.  Covers management techniques as they apply to learning resources in educational, business, and industrial settings.

Prerequisite:  ETEC 524 (Theories and Strategies of Computer Utilization), other 500 level ETEC course, or permission of the instructor.


Term:   Fall, 2005 (058) Credits: 3 hours
Sections: 01W Format: On-line
Day(s): Variable Time: Variable



Dr. Jason Lee Davis


Education North – Room 114


FAX: 903-886-5603




On-line URL: http://online.tamuc.edu/

Office hours:

See website for current instructor schedule.  Other times by appointment.


ON-LINE TEXT: (access via TAMU-C Library Website)  Purchase of hardcopy is optional but recommended.

Schmidt, William D., Rieck, Donald A., Vlcek, Charles W.  Managing media services [computer file]: theory and practice. (2nd ed.). Englewood, CO: Libraries Unlimited, 2000.


For Library Certification students only (optional):  American Library Association (1988) Information power:  Building partnerships for learning. Chicago, IL: Author.

Course Goals and Objectives

            During this course the learner will…


1.      distinguish between the different types of computer networks.

2.      identify basic networking components, topologies, and protocols.

3.      plan and design a networking environment and computer lab facility.

4.      develop and evaluate a technology plan(s).

5.      identify sources of funding for technology.

6.      practice strategies for defining and clarifying the focus of grant applications.

7.      develop and evaluate a technology grant proposal(s).

8.      critically evaluate case studies from an administrative perspective.

9.      become familiar with program administration.

10.   become familiar with information literacy standards for student learning.

11.   become familiar with school library services, standards, and guidelines.


Requirements and Assignments

Technology Plan – 30%:  Each Student must create a complete written Technology Plan.  Any citations made must be in accordance with APA 5 style.  Also, see “Scholarly Expectations” below.

Grant Purpose Statement Activity – 15%:  Each student must write a purpose statement identifying the intended goal of their grant application.  Each student will provide feedback on other students’ statements to help clarify and focus the wording and apparent intent of the purpose statement.  The format and details of this activity will be forthcoming.

Technology Grant Proposal – 30%:  Each student must create a complete written pre-proposal for an unsolicited grant.  The general purpose of this grant pre-proposal will be to provide for the creation of a technology facility at a school district, business, or other entity subject to approval by the instructor.  The final product must be a work of sufficient quality to submit to the entity for funding consideration.  The details of the proposal project will be forthcoming.  Any citations made must be in accordance with APA 5 style.  Also, see “Scholarly Expectations” below.

Participation/Activity/Quiz – 25%:  All students must be active participants in class activities.  In on-line courses, attendance is equated to the demonstration of an active presence in the virtual course environment.  An active presence may be shown through participation in, and contributions to, synchronous or asynchronous class discussions and the course Q&A forum.  Activities such as quizzes and chapter Q&A assignments may also be administered.  Quizzes may cover content included in the textbook or assigned readings, presented/discussed in the live or virtual classroom, or provided through supplemental course resources.  Q&A  activities include the submission of questions, with appropriate answers, and text location and may be derived from assigned readings or other materials.  Specifics of these activities will be provided as needed.

Assignments MUST be submitted by due date.  It is critical that assignments be submitted in a timely manner so that peer review activities can be completed and projects finalized.

Full credit cannot be earned by late or incomplete assignments.

Late submissions may be rejected at the instructor’s discretion. (Due notice will be given prior to the acceptance cutoff.)

Evaluation and Grading

Technology Plan:


A  90-100%

Purpose Statement Activity:


B  80-89%

Technology Grant Proposal:


C  70-79%



D  60-69%



F  59% or less

Class Schedule

A tentative class schedule will be maintained on the class’ public website, accessible via the instructors’ homepage.  It is advised that the refresh/reload button is clicked upon each visit to a class page to ensure that the most recent version of the page is displayed.  The schedule is subject to change throughout the semester to accommodate and adjust for the progress of the class, unforeseen events, etc.  Check for modifications frequently.  This is the student’s responsibility.


As this is an on-line class with no regularly scheduled meeting, following the initial face-to-face orientation meeting, attendance is equated to regular active participation and appropriate progress toward timely project completion.  Students are expected to utilize the Ucompass Educator courseware application as the primary course environment. The instructor's website and other URLs will also be utilized.  Active presence, as describe in the Participation section above, applies to web-based sections.

Accommodations for Disabilities

Students requesting accommodations for disabilities must go through the Academic Support Committee.  For more information, please contact Disability Resources & Services, Halladay Student Services Bldg., Room 303D, Frank Perez 903-886-5835 or Phyllis Fink 903-886-5150


Student Conduct

All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conductive to a positive learning environment  (see Student’s Guide Handbook, Policies and Procedures, Conduct).

Scholarly Expectations

All works submitted for credit must be original works created by the scholar uniquely for the class.  Plagiarism:  Using works created by others without proper citation is not tolerated and may result in expulsion from the course and the graduate program.  Auto-plagiarism:  It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor.  Work submitted at the Graduate level is expected to demonstrate higher order thinking skills and be of significantly higher quality than work produced at the undergraduate level.  Writings must exhibit correct form, style, and grammar and demonstrate the student’s ability to communicate clearly and effectively in the English language. (Also see Student’s Guide Handbook, Policies and Procedures.)

Additional References


Kemp, J.E. (1994) Planning, producing, and using instructional technologies (7th ed.).  New York, NY: HarperCollins College.


Lever-Duffy, J.,  McDonald, J. B., & Mizell, A. P. (2004) Teaching and learning with technology (2nd ed.).  Boston, MA: Allyn & Bacon.


Male, M. (2003) Technology for inclusion – meeting the special needs of all students (4th ed.).  Boston, MA: Allyn & Bacon.


Picciano, A. G.  (2002) Educational leadership and planning for technology (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.


Roblyer, M. D. (2003) Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.


Tomei, L. A. (2002) The technology façade – overcoming barriers to effective instructional technology.  Boston, MA: Allyn & Bacon.


Rev. 08/27/2005